The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement. These include pupils who are entitled to free school meals (FSM - allocated to pupils who have been registered for free school meals at any point in the last six years, known as ‘Ever 6 FSM’) Looked After Children (LAC) and Armed Forces Services Children (FC) .
The government believes that the pupil premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Schools have the freedom to spend the Pupil Premium in a way they believe will best support the raising of attainment and help overcome barriers to learning for the most vulnerable pupils.
Pupil premium strategy statement 2020-2023
Metric | Data |
School name | Bishop Monkton CE Primary School |
Pupils in school | 100 + 21 Nursery |
Proportion of disadvantaged pupils | 12% |
Pupil premium allocation this academic year | £22,415 |
Academic year or years covered by statement | 2020 - 2023 |
Publish date | December 2020 |
Review date | December 2021. |
Statement authorised by | Sally Cowling - Headteacher |
Pupil premium lead | Sally Cowling |
Governor lead | Sarah Nelson |
Measure | Score |
Reading | N/A |
Writing | N/A |
Maths | N/A |
Measure | Activity |
Priority 1: Phonics and reading | Ensure all staff have up-to-date knowledge in teaching phonics and reading and have access to relevant CPD to support effective teaching |
Priority 2: SEMH | Ensure all staff prioritise the emotional wellbeing of pupils in order for children to feel settled, safe and ready to learn |
Priority 3: Maths | Continue active participation in Maths hub to ensure teaching and learning is in line with up to date research |
Barriers to learning these priorities address | Limited opportunities for rich language development Social and emotional intelligence skills combined with low self-esteem and lack of resilience can impact on progress Access to appropriate resources to support language and mathematical development |
Projected spending | £7,500 |
Aim | Target | Target date |
Progress in Reading | Achieve positive progress scores in KS2 Reading | July 2021 |
Progress in Writing | Achieve national average progress scores in KS2 Writing | July 2021 |
Progress in Mathematics | Achieve positive progress scores in KS2 Maths | July 2021 |
Phonics | Achieve above national average expected in Phonics Screening Check | July 2021 |
Other | Improve early communication in EYFS with a focus on listening and understanding | July 2021 |
Measure | Activity |
Priority 1: Phonics and Reading | Clear systematic reading system, understood by staff, parents and pupils. Additional TA support in class to provide more opportunities to target children’s learning needs. |
Priority 2: SEMH | Work alongside Early Help, Compass Buzz, SEND hub and CAMHS to ensure that any SEMH difficulties are reduced. Targeted interventions provided by support staff to address SEMH needs. |
Priority 3: Maths | Consistent approach to the teaching of Maths mastery across the school. Establish small intervention groups for disadvantaged pupils who have been identified as falling behind age-related expectations. Additional TA support in class to provide more opportunities to target children’s learning needs. |
Projected spending | £3,000 |
Measure | Activity |
Priority 1: Phonics and Reading | Raise the profile of reading in school with new reading materials that carefully provide a structure for pupils, whilst giving them breadth and variety in their reading material. Use additional support to provide small group reading interventions, phonic groups and 1-1 reading. |
Priority 2: SEMH | Ensure SEMH is part of our school ethos, with a culture of caring. Use Wellbeing questionnaires for both staff and pupils at end of each term. Use to evaluate wellbeing and inform further actions. Staff trained to work 1-1 to support. |
Priority 3: Maths | Staff trained to deliver high quality Maths lessons using a mastery approach. Expertise of Maths leadership shared to facilitate consistently good teaching across the school. |
Barriers to learning these priorities address | Ensuring children are ready to learn and that their emotional wellbeing is not affecting their ability to make progress. |
Projected spending | £12,000 |
Area | Challenge | Mitigating action |
Teaching | Ensuring that all staff access CPD opportunities and that all CPD has impact on the quality of teaching and provision across the school. | Staff meeting times and release time to be given to enable staff to access CPD on offer. All staff to discuss the impact of CPD through Performance Management meetings / appraisal meetings – what have they done differently as a result of the training received? |
Targeted support | Ensuring that the right intervention is used for the right children and that teaching is adapted to meet needs where appropriate | Regular monitoring of interventions and their impact. Termly pupil progress meetings to discuss pupil needs and how these are being met. |
Wider strategies | Engaging families to support at home | Joint approach to school/home working together. Clear understanding of purpose/outcome desired for interventions with clear delivery models. |
Aim | Outcome – July 2020 |
Priority 1: SEMH focus | Employed Play Therapist – successful working with majority of children Sept – March. Additional TA hours to support disadvantaged pupils in class – successful transition to next stages of learning with good levels of attainment |
Priority 2: Progress in Early Years | Additional support to improve readiness for Year 1. Positive start Sept - March |
Priority 3: Progress in SPaG | Children showed improvement Sept – March but lost ground during lockdown. Focus as part of reading/writing for 2020-21 |